<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The aim of the paper is to provide the first systematic review of instruction in public policy programmes (PPP) in the Czech Republic and examine the role and nature of policy analysis therein. First, the Czech higher education system is briefly described. Second, an overview of PPP in the Czech Republic is provided. This analysis is based upon a publicly available list of degree programmes accredited by the Ministry of Education, Youth and Sports, an internet search, e-mail correspondence with public policy and policy analysis instructors, and syllabuses. It is shown that while a diverse set approaches is used, the classical “positivist” perspective is clearly dominant. Third, using survey data (N = 192) we analyse the views of Public and Social Policy graduates on the importance of competences in practice and the quality of actually learnt competences. Last, preliminary conclusions on public policy/policy analysis instruction in the Czech Republic are discussed. It is shown that public policy instruction is rather fragmented and is institutionalized under different disciplines. The respondents were most satisfied with gaining skills in the areas of policy analysis, ability to orient oneself and acquire new knowledge, and strategic and analytical thinking. In contrast, they were least satisfied with acquiring organizational skills, practical professional experience and skills, and computer literacy.</p></abstract>

The aim of the paper is to provide the first systematic review of instruction in public policy programmes (PPP) in the Czech Republic and examine the role and nature of policy analysis therein. First, the Czech higher education system is briefly described. Second, an overview of PPP in the Czech Republic is provided. This analysis is based upon a publicly available list of degree programmes accredited by the Ministry of Education, Youth and Sports, an internet search, e-mail correspondence with public policy and policy analysis instructors, and syllabuses. It is shown that while a diverse set approaches is used, the classical “positivist” perspective is clearly dominant. Third, using survey data (N = 192) we analyse the views of Public and Social Policy graduates on the importance of competences in practice and the quality of actually learnt competences. Last, preliminary conclusions on public policy/policy analysis instruction in the Czech Republic are discussed. It is shown that public policy instruction is rather fragmented and is institutionalized under different disciplines. The respondents were most satisfied with gaining skills in the areas of policy analysis, ability to orient oneself and acquire new knowledge, and strategic and analytical thinking. In contrast, they were least satisfied with acquiring organizational skills, practical professional experience and skills, and computer literacy.

Public Policy Programmes and Policy Analysis Instruction in the Czech Republic

Department of Public and Social Policy, Faculty of Social Sciences, Charles University in Prague

Central European Journal of Public Policy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

{"article-title":"Public Policy Programmes and Policy Analysis Instruction in the Czech Republic"}

The aim of the paper is to provide the first systematic review of instruction in public policy programmes (PPP) in the Czech Republic and examine the role and...

Public Policy Programmes and Policy Analysis Instruction in the Czech Republic

Data publikacji: 16 lut 2016

Zakres stron: 50 - 63

DOI: https://doi.org/10.1515/cejpp-2016-0003

© 2016

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.